The document discusses the concepts of Math 2.0 and how it relates to using dynamic math software and web 2.0 tools. It provides examples of dynamic math software like spreadsheets, geometric software, and microworlds. It also contrasts math education in the past (Math 1.0) with current approaches (Math 2.0), noting how Math 2.0 emphasizes social networking, interactive learning, and cloud-based resources.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
This document provides an overview of a course called "Eurodidaweb 2012" about moving from e-learning to web-based learning. The objectives of the course are to expose participants to knowledge and competencies around uses of information and communication technologies globally, with a focus on new web-based learning methods. Throughout the week-long course, participants will work on globally-based projects using web technologies to positively impact diverse learning communities. The course will also provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning.
The document outlines the objectives and agenda of the Eurodidaweb 2013 course from March 18-22, 2012 in Rome, Italy. The objectives are to expose participants to knowledge and competencies on uses of ICT and new learning methods based on the worldwide web, called web-learning. Throughout the weeklong course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to in their nomadic web usage.
The document discusses a course on web-learning from May 15-17, 2012 in Rome, Italy. The objectives of the course are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. Students will also gain hands-on experience with web 2.0 tools and work on globally-based projects that leverage technology to enhance diverse learning communities. Throughout the weeklong course, topics will include the basics of the World Wide Web and web-learning 2.0 tools to facilitate flexible and effective learning.
The document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The document provides an overview of how the course will be conducted and introduces some useful web tools for web-learning.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It divides students into groups and tasks them with researching three assigned elements. They will present their findings to the class in a poster, PowerPoint, or handout. The goal is for students to understand and be able to define the different elements of digital citizenship and why they are important.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
This document provides an overview of a course called "Eurodidaweb 2012" about moving from e-learning to web-based learning. The objectives of the course are to expose participants to knowledge and competencies around uses of information and communication technologies globally, with a focus on new web-based learning methods. Throughout the week-long course, participants will work on globally-based projects using web technologies to positively impact diverse learning communities. The course will also provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning.
The document outlines the objectives and agenda of the Eurodidaweb 2013 course from March 18-22, 2012 in Rome, Italy. The objectives are to expose participants to knowledge and competencies on uses of ICT and new learning methods based on the worldwide web, called web-learning. Throughout the weeklong course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to in their nomadic web usage.
The document discusses a course on web-learning from May 15-17, 2012 in Rome, Italy. The objectives of the course are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. Students will also gain hands-on experience with web 2.0 tools and work on globally-based projects that leverage technology to enhance diverse learning communities. Throughout the weeklong course, topics will include the basics of the World Wide Web and web-learning 2.0 tools to facilitate flexible and effective learning.
The document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The document provides an overview of how the course will be conducted and introduces some useful web tools for web-learning.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It divides students into groups and tasks them with researching three assigned elements. They will present their findings to the class in a poster, PowerPoint, or handout. The goal is for students to understand and be able to define the different elements of digital citizenship and why they are important.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document discusses the evolution of the ATENEA UPC service from 2005-2011 and the introduction of a new "Activity Stream" or "Wall" feature. It summarizes a pilot of the feature in 2012 with 500 users across 142 subjects and 6 degrees. The feature allowed adding messages and responses across 3 contexts. Usage statistics are provided. In April, the pilot expanded to include Twitter integration. Several conclusions found students discovered new ways to interact and the Activity Stream became the central location for course information. In September 2012, the "Activity Stream" was extended to all of UPC's 2,500 academic staff and 4,000 subjects.
Moodle is an open source learning management system that is customizable and flexible. It provides various tools to disseminate information, facilitate communication and interaction, and assess student learning. The document analyzes several Moodle tools (e.g. forums, wikis, quizzes) based on their ease of use, ability to transfer information, facilitate assessment and collaboration. It provides guidance on selecting the appropriate tool based on the instructor's pedagogical needs and goals for a given learning activity.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
The document provides tips from teachers on how to create engaging content and activities in Moodle like assignments, quizzes, forums, chats, blogs, wikis, and podcasts to improve the learning experience and promote student collaboration, communication, and reflection. It emphasizes making the Moodle course visually appealing and including things like a glossary and videos to keep students engaged both inside and outside the classroom. The document concludes by stating you don't need to be a technical expert to use Moodle successfully and provides resources for learning how to set up the recommended activities.
Martin Dougiamas is the lead developer and director of Moodle Pty Ltd. He is developing a conversational intelligent tutoring system called Oscar that aims to mimic a human tutor by modeling the student's learning style and personalizing the tutorial. The document discusses
Learning With Technology the Educator's Role revisedtuchodi
This document provides an overview of key concepts related to using Web 2.0 tools in education. It discusses the importance of students developing skills like research, assessment, collaboration, communication, critical thinking and creativity. It cautions against assuming students are "digital natives" just because they use social media. Good teachers act as coaches and get students to engage with tools in a way that creates learning experiences. The document also discusses personal learning environments, communities of practice, networks of practice, and modeling tool use for students. It provides examples of specific Web 2.0 tools and suggests ways students and teachers can use them. Throughout, it emphasizes that the focus should be on learning rather than just using tools for their own sake.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide different ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle has over 33 million users worldwide and its developers remain committed to open-source sharing and improvement of the platform.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle's flexibility allows it to be used worldwide by educators, businesses and learning communities. It has over 33 million users in many languages and countries.
E learning environment & digital learning materialMatleena Laakso
This document provides a summary of an e-learning workshop discussing copyright issues, digital learning materials, and engaging learners. It discusses which images can be used under various Creative Commons licenses and exceptions. It also covers linking to and quoting other documents, as well as tips for making videos, interactive content, and digital tools to attract learners. The document lists popular tools for creating e-learning content and checklists for designing e-learning courses.
This document discusses personal learning environments (PLEs) and personal learning networks (PLNs). It defines PLEs as learner-centered systems connected to external online services that allow individuals to manage information, generate content, and connect with others. PLNs are described as relationships and connections among peers and knowledge. The document outlines functions of PLEs like managing information, generating content, connecting with others, communication, sharing, and recording achievement. It also presents a model for building a PLE and developing a PLN.
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
Level Up: Learning to Moodle with gamesTomaz Lasic
1) The document discusses using game-based learning to teach Moodle through a gamified system called "MoodleGame".
2) It outlines the main principles of game-based learning through motivation, choice, mastery, and feedback.
3) It provides steps to design MoodleGame, including identifying learning goals, mapping activities to practice skills, and ensuring the design follows principles of motivation, choice, mastery, and feedback.
The document discusses open educational resources (OER) and the OLnet initiative for supporting OER design. It provides an overview of OER and principles of open design. The OLnet tools aim to make the design of OERs more explicit, shareable, and collaborative. Workshop participants used CompendiumLD software to visually represent and redesign the pedagogical design of a Spanish OER to make it more collaborative. The goal is to build capacity for OER reuse through representation, discussion, and refinement of design issues.
The document discusses the evolution of using dynamic math software and web 2.0 tools in math education. It provides examples of dynamic math software like spreadsheets, sketchpad, and microworlds. Math 2.0 refers to using these tools and web 2.0 features like social networking and collaboration to make math more interactive, accessible anywhere on the web, and allow students and teachers to create and share math concepts. Examples are provided of potential math 2.0 classroom activities that engage students in problem solving using these new approaches.
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
This document provides an overview of using Web 2.0 tools in mathematics classrooms. It discusses the goals of integrating these tools, defines Web 2.0, and outlines why these tools should be used according to standards. Specific tools are presented like blogs, wikis, and social bookmarking. Examples of using the tools for assignments, collaboration, and professional development are provided. The presentation concludes with questions.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document discusses the evolution of the ATENEA UPC service from 2005-2011 and the introduction of a new "Activity Stream" or "Wall" feature. It summarizes a pilot of the feature in 2012 with 500 users across 142 subjects and 6 degrees. The feature allowed adding messages and responses across 3 contexts. Usage statistics are provided. In April, the pilot expanded to include Twitter integration. Several conclusions found students discovered new ways to interact and the Activity Stream became the central location for course information. In September 2012, the "Activity Stream" was extended to all of UPC's 2,500 academic staff and 4,000 subjects.
Moodle is an open source learning management system that is customizable and flexible. It provides various tools to disseminate information, facilitate communication and interaction, and assess student learning. The document analyzes several Moodle tools (e.g. forums, wikis, quizzes) based on their ease of use, ability to transfer information, facilitate assessment and collaboration. It provides guidance on selecting the appropriate tool based on the instructor's pedagogical needs and goals for a given learning activity.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
The document provides tips from teachers on how to create engaging content and activities in Moodle like assignments, quizzes, forums, chats, blogs, wikis, and podcasts to improve the learning experience and promote student collaboration, communication, and reflection. It emphasizes making the Moodle course visually appealing and including things like a glossary and videos to keep students engaged both inside and outside the classroom. The document concludes by stating you don't need to be a technical expert to use Moodle successfully and provides resources for learning how to set up the recommended activities.
Martin Dougiamas is the lead developer and director of Moodle Pty Ltd. He is developing a conversational intelligent tutoring system called Oscar that aims to mimic a human tutor by modeling the student's learning style and personalizing the tutorial. The document discusses
Learning With Technology the Educator's Role revisedtuchodi
This document provides an overview of key concepts related to using Web 2.0 tools in education. It discusses the importance of students developing skills like research, assessment, collaboration, communication, critical thinking and creativity. It cautions against assuming students are "digital natives" just because they use social media. Good teachers act as coaches and get students to engage with tools in a way that creates learning experiences. The document also discusses personal learning environments, communities of practice, networks of practice, and modeling tool use for students. It provides examples of specific Web 2.0 tools and suggests ways students and teachers can use them. Throughout, it emphasizes that the focus should be on learning rather than just using tools for their own sake.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide different ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle has over 33 million users worldwide and its developers remain committed to open-source sharing and improvement of the platform.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle's flexibility allows it to be used worldwide by educators, businesses and learning communities. It has over 33 million users in many languages and countries.
E learning environment & digital learning materialMatleena Laakso
This document provides a summary of an e-learning workshop discussing copyright issues, digital learning materials, and engaging learners. It discusses which images can be used under various Creative Commons licenses and exceptions. It also covers linking to and quoting other documents, as well as tips for making videos, interactive content, and digital tools to attract learners. The document lists popular tools for creating e-learning content and checklists for designing e-learning courses.
This document discusses personal learning environments (PLEs) and personal learning networks (PLNs). It defines PLEs as learner-centered systems connected to external online services that allow individuals to manage information, generate content, and connect with others. PLNs are described as relationships and connections among peers and knowledge. The document outlines functions of PLEs like managing information, generating content, connecting with others, communication, sharing, and recording achievement. It also presents a model for building a PLE and developing a PLN.
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
Level Up: Learning to Moodle with gamesTomaz Lasic
1) The document discusses using game-based learning to teach Moodle through a gamified system called "MoodleGame".
2) It outlines the main principles of game-based learning through motivation, choice, mastery, and feedback.
3) It provides steps to design MoodleGame, including identifying learning goals, mapping activities to practice skills, and ensuring the design follows principles of motivation, choice, mastery, and feedback.
The document discusses open educational resources (OER) and the OLnet initiative for supporting OER design. It provides an overview of OER and principles of open design. The OLnet tools aim to make the design of OERs more explicit, shareable, and collaborative. Workshop participants used CompendiumLD software to visually represent and redesign the pedagogical design of a Spanish OER to make it more collaborative. The goal is to build capacity for OER reuse through representation, discussion, and refinement of design issues.
The document discusses the evolution of using dynamic math software and web 2.0 tools in math education. It provides examples of dynamic math software like spreadsheets, sketchpad, and microworlds. Math 2.0 refers to using these tools and web 2.0 features like social networking and collaboration to make math more interactive, accessible anywhere on the web, and allow students and teachers to create and share math concepts. Examples are provided of potential math 2.0 classroom activities that engage students in problem solving using these new approaches.
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
This document provides an overview of using Web 2.0 tools in mathematics classrooms. It discusses the goals of integrating these tools, defines Web 2.0, and outlines why these tools should be used according to standards. Specific tools are presented like blogs, wikis, and social bookmarking. Examples of using the tools for assignments, collaboration, and professional development are provided. The presentation concludes with questions.
Integrating Web 2.0 Tools in the Math ClassroomChris Marchetti
This document provides an overview and agenda for a presentation on using Web 2.0 tools in mathematics classrooms. The presentation goals are to provide an overview of Web 2.0, discuss why these tools should be used in the classroom, and explore ideas for how to incorporate them into mathematics teaching. Examples of Web 2.0 tools that could be used include blogs, wikis, podcasts, and online documents.
This document provides guidance for principals on technology topics including:
1. Developing a vision for student-centered learning environments and modeling technology use.
2. Ensuring adequate network infrastructure and IT support to enable the vision.
3. Moving away from textbooks and empowering teachers and students to create their own learning resources.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
This document provides information about a course called Eurodidaweb 2013 on e-learning and web-learning. The course objectives are to expose participants to knowledge and competencies on uses of information and communication technologies globally, with a focus on new learning methods based on the ubiquitous worldwide web, which is called web-learning. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning through critical analysis. During the week-long course, participants will work on globally-based projects using information technologies to benefit diverse learning communities.
LaTICE 2016: Learner-Centered Design of Computing Education for AllMark Guzdial
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. I argue that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching *everyone* to program? Should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? I propose the use of a learner-centered design approach to create computing education for a broad audience. I review the history of the idea that programming isn’t just for the professional software developer, and present case studies to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach.
The document discusses new technologies, environments, and challenges in learning management systems. It introduces the CrossLogic learning management system (CL-LMS) as a cloud-based system that provides features for communication, interaction, sharing, teaching, learning, collaboration, assignments, and analytics in a simple and powerful interface optimized for any device. CL-LMS aims to evolve quickly by adding new features weekly based on user feedback.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how K-12 classrooms and higher education are using tools like Google Docs, Dropbox, Evernote, and Mangahigh to create engaged, interactive learning environments. The document also discusses ePortfolios and their purpose in having students develop electronic portfolios for storage, workspace, and showcase. Key considerations for using ePortfolios with students like age, content area, and technology infrastructure are also addressed. Contact information is provided for further questions.
This document discusses the use of Web 2.0 tools for literacy and ePortfolios. It provides an overview of how K-12 classrooms and higher education are using collaborative Web 2.0 resources across subjects. New pedagogical approaches that align with students' digital culture are presented, along with the impact of Web 2.0 tools on learning, communication, and assessment. Specific tools like Google Docs, Dropbox, Evernote, and ePortfolios are discussed. Questions are provided about using these tools personally and with students. Considerations for implementing ePortfolios are also outlined.
The Internet in the Classroom Professional DevelopmentLynn Ry
This document discusses using the internet in the elementary classroom. It provides an overview of a workshop on incorporating internet resources and new literacy skills. The workshop will examine strategies for searching, locating, and evaluating online information. Participants will learn about and create an Internet Workshop lesson for their classroom. They will also identify internet resources for teacher and student use.
This document outlines the objectives and structure of a course on web-based learning. The course aims to expose participants to knowledge and competencies around using information and communication technologies for learning globally. It focuses on new learning methods based on the ubiquitous World Wide Web. The document discusses how the course objectives will be achieved through experiential learning, collaborative projects, and introducing web 2.0 tools to facilitate knowledge management and international practices of web-based learning. Students will work in groups on projects analyzing how information technologies can enhance learning communities.
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences.
2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences.
3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
7. Who is CLIME?
• 1986. Washington NCTM. Logo-interest group
meeting.
8. Who is CLIME?
• 1986. Washington NCTM. Logo-interest group
meeting.
• Committee formed which turned into
CLIME - Council for Logo in Math
Education.
9. Who is CLIME?
• 1986. Washington NCTM. Logo-interest group
meeting.
• Committee formed which turned into
CLIME - Council for Logo in Math
Education.
• 1988. CLIME becomes an affiliate of NCTM.
10. Who is CLIME?
• 1986. Washington NCTM. Logo-interest group
meeting.
• Committee formed which turned into
CLIME - Council for Logo in Math
Education.
• 1988. CLIME becomes an affiliate of NCTM.
• 1992. Low tech visibility. Delegate Assembly
win. No advisory board was ever formed as a
result. So much for CLIME’s lobbying power.
13. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
14. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
• 1997. Logo is dropped but not the L.
15. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
• 1997. Logo is dropped but not the L.
• 2000. NCTM makes Technology a Principle.
16. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
• 1997. Logo is dropped but not the L.
• 2000. NCTM makes Technology a Principle.
• 2007. Computer labs dropped. Complaint:
Mostly used for checking email.
17. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
• 1997. Logo is dropped but not the L.
• 2000. NCTM makes Technology a Principle.
• 2007. Computer labs dropped. Complaint:
Mostly used for checking email.
• 2008. Blog campaign begins as Web 2.0 stirs
imaginations
18. The Clime Saga continues
• 1994. CLIME changes its name to Council for
Logo & Technology in Math Education. Why?
Sketchpad.
• 1997. Logo is dropped but not the L.
• 2000. NCTM makes Technology a Principle.
• 2007. Computer labs dropped. Complaint:
Mostly used for checking email.
• 2008. Blog campaign begins as Web 2.0 stirs
imaginations
• 2010. The Math 2.0 phenomenon.
21. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful tools
for posing worthwhile problems...
22. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful tools
for posing worthwhile problems...
but this is not enough.
23. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful tools
for posing worthwhile problems...
but this is not enough.
What’s needed to tip us over is using...
48. • Math education involving social networking
• Math education using web 2.0 tools
• Using Web 2.0 to build knowledge and share knowledge of math
concepts
• Maths anywhere, anytime, for anyone
• The ability of any skill level to place mathematics on any social
networking site
• Math created and shared between people.
• Math that you create and/or contribute to, rather than just passively
receive
• Math that is interactive among teachers and students
• For me math 2.0 is collaborating and connecting with others on
problem solving, math thinking & learning
• ... interactive, participatory, engaging... you know... the stuff that you
don't get with textbooks.
• Math that is interactive and communicative
• Breaking math into concepts, and components, and methods that can
be shared interactively between people
• Math 2.0 is the ability of users to create their own math-rich social
objects, using web technologies.
• My contribution to the list (sent by proxy – thanks, Cal) was that
Math 2.0 is a contracted form of math and Web 2.0
• For complete chat log click here.
49. • Math education involving social networking
• Math education using web 2.0 tools
• Using Web 2.0 to build knowledge and share knowledge of math
concepts
• Maths anywhere, anytime, for anyone
• The ability of any skill level to place mathematics on any social
networking site
• Math created and shared between people.
• Math that you create and/or contribute to, rather than just passively
receive
• Math that is interactive among teachers and students
• For me math 2.0 is collaborating and connecting with others on
problem solving, math thinking & learning
• ... interactive, participatory, engaging... you know... the stuff that you
don't get with textbooks.
• Math that is interactive and communicative
• Breaking math into concepts, and components, and methods that can
be shared interactively between people
• Math 2.0 is the ability of users to create their own math-rich social
objects, using web technologies.
• My contribution to the list (sent by proxy – thanks, Cal) was that
Math 2.0 is a contracted form of math and Web 2.0
• For complete chat log click here.
53. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
54. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
interactive (read & write) information sharing,
55. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
interactive (read & write) information sharing,
user-centered design
56. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
interactive (read & write) information sharing,
user-centered design
collaboration and
57. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
interactive (read & write) information sharing,
user-centered design
collaboration and
publishing on the World Wide Web
58. What is Web 2.0?
The term is usually associated with Web based
software which facilitate:
interactive (read & write) information sharing,
user-centered design
collaboration and
publishing on the World Wide Web
Source: Wikipedia.com
59.
60. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
61. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
62. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
63. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
64. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
65. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
66. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
67. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
68. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
69. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
70. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
71. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
72. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
73. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
74. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
75. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
76. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
77. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Curriculum Textbooks Multimedia, Cloud-based
One computer, Computer
Environment lab, Cluster
Classroom 1-1 computing
Teaching & something that teachers something that teachers
and students do and students do
Learning separately together
Assessing Setting Standards Achieving Standards
82. Math 2.0?
It’s about using dynamic math software
And Multimedia
in harmony with Web 2.0 tools & resources
in ways that inspire creative environments
and curriculums that enhance teaching,
learning, and assessing math learning.
93. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Stock Market
94. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Stock Market
Runners
95. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Runners
96. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
97. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Measuring the
circumference
Earth
98. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
99. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
Great Green
Globs Contest
100. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
Great Green challenge
Globs Contest
101. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server Billiards
Great Green challenge
Globs Contest
102. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server Billiards
Great Green challenge
Globs Contest
CMDB75
Activities 2.0
in the works!
103. Examples of Math 2.0 Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server Billiards
Great Green challenge
Globs Contest
CMDB75
WCYDWT Activities 2.0
in the works!
Lessons
Editor's Notes
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
see my dynamic story about Papert - back to the future
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
Both a Desktop and online.
Both a Desktop and online.
Both a Desktop and online.
Both a Desktop and online.
Both a Desktop and online.
Both a Desktop and online.
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
transition here... now when all these domains are in place in the teachers psychie we have what I call the dynamic classroom. Buts its only version 1.0. Whats missing?
But what is it? Where do we find it? At this session Steve Hargadon interviewed
Wordle (Wordle.net) is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your frie
Wordle (Wordle.net) is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your frie
Wordle (Wordle.net) is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your frie
Wordle (Wordle.net) is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your frie
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
The term "Web 2.0" is commonly associated with Web based software which facilitate interactive (read & write) information sharing, user-centered design and collaboration on the World Wide Web.  [more] at Wikipedia.com
design as in Glimmer - the ultimate problem solving tools
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
Activity 2 - Graphing Quadratic Functions using Flikr and GeoGebra
Web 2.0 Tools: http://www.geogebra.org/ and http://www.flickr.com/
Explanation: In this activity, students will identify real world situations where parabolas occur and will search Flikr.com for images that show these situations. They can then import the picture onto the coordinate plane in GeoGebra and set it as the background. Once the image is in the background, students will have to use their knowledge of quadratic graphs to find the equation of the parabola that matches the picture. Students can save the file as a picture or as a pdf to post to a discussion board or wiki.
Activity 2 - Graphing Quadratic Functions using Flikr and GeoGebra
Web 2.0 Tools: http://www.geogebra.org/ and http://www.flickr.com/
Explanation: In this activity, students will identify real world situations where parabolas occur and will search Flikr.com for images that show these situations. They can then import the picture onto the coordinate plane in GeoGebra and set it as the background. Once the image is in the background, students will have to use their knowledge of quadratic graphs to find the equation of the parabola that matches the picture. Students can save the file as a picture or as a pdf to post to a discussion board or wiki.
Activity 2 - Graphing Quadratic Functions using Flikr and GeoGebra
Web 2.0 Tools: http://www.geogebra.org/ and http://www.flickr.com/
Explanation: In this activity, students will identify real world situations where parabolas occur and will search Flikr.com for images that show these situations. They can then import the picture onto the coordinate plane in GeoGebra and set it as the background. Once the image is in the background, students will have to use their knowledge of quadratic graphs to find the equation of the parabola that matches the picture. Students can save the file as a picture or as a pdf to post to a discussion board or wiki.